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Journal of Advanced Academics

Journal of Advanced Academics


eISSN: 21629536 | ISSN: 1932202X | Current volume: 35 | Current issue: 1 Frequency: Quarterly
Journal of Advanced Academics is a peer-reviewed quarterly journal that focuses on research that supports and enhances advanced academic achievement for students of all ages. In particular, JOAA explores strategies for increasing academic achievement, curricular innovations that challenge high performers, programs that promote high levels of academic achievement and engagement, ways to best measure and assess the performance of students who excel, and pathways that prepare students to engage in high-level and rigorous academics.

There are a variety of ways that students are served by or prepared for advanced academic programs. JOAA articles may include the following topics:

  • Curricular and instructional differentiation
  • Programs and strategies for closing the achievement gap
  • Programs that provide enrichment or acceleration in advanced content areas.
  • Advanced Placement, International Baccalaureate, and Honors Programs.
  • Advanced mathematics and high-level reading strategies

Journal of Advanced Academics is a quarterly journal publishing research, theory, and praxis that examines and promotes advanced academics as strategies, programs, and services which provide students (PK-22) opportunities beyond what is typical. In particular, JoAA publishes research, theory, and praxis articles that feature strategies for increasing academic achievement, fostering academic challenge, and supporting talent development; and educational programs and services that support high levels of performance, customizable achievement venues, and learning designs that engage students in rigorous academics. There are a variety of ways that students are served by or prepared for advanced academic programs. JoAA articles may include the following topics: 

  • General topics within the dynamic landscape of advanced academics:
    • Psychosocial factors associated with developing advanced talent
    • Enhancing equitable access to advanced learning opportunities
    • Defining valid metrics of achievement beyond state test competencies
    • Dynamic process of talent development, including domain specific approaches to talent development (e.g., STEM)
    • Effective curriculum for developing advanced academic outcomes
    • Teacher training and professional learning to support advanced academics

  • Strategies for increasing academic achievement, fostering academic challenge, and supporting talent development:
    • Curricular and instructional differentiation
    • Strategies for closing excellence gaps
    • Innovative platforms and technologies for delivering advanced learning opportunities
    • Mentorship and independent research programs
    • Inquiry models of teaching and learning (e.g., project-based and problem-based learning, and independent studies) that support advanced achievement
    • Developing talent domains beyond the core curriculum (e.g., programming, design, entrepreneurship, and emergent media)
  • Educational programs and services that support high levels of performance, customizable achievement venues, and learning designs that engage students in rigorous academics:
    • Programs that develop creative productivity, provide enrichment, or acceleration in advanced content areas
    • Studies of successful Advanced Placement, International Baccalaureate, and/or secondary honors programs
    • Effective models of gifted education programs and services
    • Early college and undergraduate honors programs
    • Special schools with innovative models of education beyond that which is typical
    • Learning designs that foster and enhance critical thinking and problem-solving
  • Interim Editor
    Angela Novak East Carolina University, USA
    Associate Editors
    Keri M. Guilbault Johns Hopkins University, USA
    Enyi Jen Bridges Graduate School of Cognitive Diversity in Education, USA
    Assistant Editor
    Anna Payne University of Wyoming, USA
    Editorial Review Board
    Selcuk Acar University of North Texas, USA
    Kadir Bahar University of Georgia, USA
    Christina Caccese Montreal Neurological Institute and Hospital, Canada
    Eric Calvert Northwestern University, USA
    Hernán Castillo-Hermosilla Purdue University, USA
    Aakash Chowkase University of California, Berkeley, USA
    Tyler Clark Western Kentucky University, USA
    Alicia Cotabish University of Central Arkansas, USA
    Laurie Croft The University of Iowa, Belin-Blank Center, USA
    Ophélie Desmet Valdosta State University, USA
    Sarah Ferguson Rowan University, USA
    Donna Y. Ford Ohio State University, USA
    Cindy M. Gilson University of North Carolina at Charlotte, USA
    Ty'Bresha Glass Purdue University, USA
    Jon Goodwin University of California, Santa Barbara, USA
    Sarena Gray The University of Oklahoma, USA
    E. Jean Gubbins University of Connecticut, USA
    Thomas Hébert University of South Carolina, USA
    Nancy Hertzog University of Washington, USA
    Claire Hughes-Lynch Cleveland State University, USA
    Jennifer L. Jolly University of Alabama, USA
    Leonie Kronborg Monash University, Australia
    Katie Lewis York College of Pennsylvania, USA
    Catherine A. Little University of Connecticut, USA
    Matthew Makel University of Calgary, Canada
    Sakhavat Mammadov University of Georgia, USA
    Erin Miller Bridgewater College, USA
    Rachel Mun University of North Texas, USA
    Megan Foley-Nicpon The University of Iowa, USA
    Paula Olszewski-Kubilius Northwestern University, USA
    Nielsen Pereira Purdue University, USA
    Franzis Preckel University of Trier, Germany
    Ann Robinson University of Arkansas, USA
    Kristen Seward Purdue University, USA
    Mary Slade Towson University, USA
    Kristie L. Speirs Neumeister Ball State University, USA
    Tamra Stambaugh Whitworth University, USA
    William L. Sterrett Baylor University, USA
    Alejandro Veas Iniesta University of Murcia, Spain
    M. Alexandra Vuyk Universidad Católica Nuestra Señora de la Asunción, Paraguay
  • Academic Search - Premier
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  • Clarivate Analytics: Emerging Sources Citation Index (ESCI)
  • Contemporary Women's Issues
  • EBSCO: Professional Development Collection
  • EBSCOhost: Academic Search Complete
  • EBSCOhost: Current Abstracts
  • ERIC (Education Resources Information Center)
  • Education Research Complete (EBSCO)
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  • Emerging Sources Citation Index (ESCI)
  • Gale: Academic OneFile
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  • Gale: Educator's Reference Complete
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  • ProQuest Central
  • ProQuest Education Journals
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  • PsycFIRST
  • PsycINFO
  • RILM: Répertoire International de Littérature Musicale
  • Scopus
  • Student Resource Center College (w/ Expanded Academic ASAP)
  • Manuscripts are evaluated by at least two referees using an anonymized review process. All manuscripts and accompanying graphic files (saved as TIFF, JPF, or GIF graphic format) must be submitted electronically to our on-line submission page: http://mc.manuscriptcentral.com/joaa.

    Any queries regarding current submissions should be sent to: JOA@sagepub.com

    Submitting authors should review this editorial  for insight into the journal's aims and scope.

    JOAA is now accepting Registered Reports. For more information on how to submit a Registed Report, please read the Registered Report author guidelines.

    Typing. Acceptable formats for electronic submission are MSWord or RTF (we cannot accept Word Perfect format). All text, including title, headings, references, quotations (including block quotations of 40 words or more), figure captions, and tables, must be typed double-spaced with one-inch margins all around, per APA guidelines. Please employ a font size of 12 Times and follow the heading levels stipulated by APA.  For the purposes of peer review, figures and tables should be inserted in the manuscript at their preferred location. At the time of final accepted manuscript submission, tables created in Word can remain the manuscript at their preferred location in editable format while figures, any tables not created in Word, and any accompanying graphic files must be saved as TIFF, JPF, or GIF graphic format and uploaded individually. 

    Length. Manuscripts should be between 10 and 40 double-spaced U.S. standard letter size (8 1/2" x 11") pages in length (longer submissions may be considered at the discretion of the editors) which excludes references. Included should be a 150-word abstract (see below), a listing of four or five keywords, a mailing address, and brief biographical statement for each author (the word count should include all of these pieces). The first page of the article should contain the title, word count, contributor statements, and contact information for all authors (institution, mailing address, phone and fax number, and email address). The contributor's names and biographical statements should appear only on this page for purposes of anonymize review. The second page should begin with the title, abstract, and keywords.

    Style. For writing and editorial style, authors must follow guidelines in the Publication Manual of the American Psychological Association (7th edition, 2009). The editors request that all text pages be numbered. Consult the APA Journal Article Reporting Standards (JARS) while crafting your manuscript; peer reviewers should also use JARS to review submissions. Note that manuscripts in APA use first person and active voice, rather than passive voice. 

    Quantitative Studies. Effect size reporting is mandatory for quantitative studies, where appropriate.

    Qualitative Studies. Qualitative studies must include a positionality (reflexivity) statement. This is not limited to your position/role in the study. It is how your values, preconceptions, assumptions, beliefs, and your job/role and how they influence (or have the potential to influence) the researcher. It is your positionality and the recognition that researchers are human with culture and bias and that it inherently shapes who and what we do. Qualitative studies must include documentation of sources collected during research by including the date of data collection and details regarding data collected in the Methods section of the manuscript. 

    Refer to the individual participant/pseudonym or type of data collection via parenthetical citation or in the narrative following this form: "The students loved the game of lacrosse, and many stayed after school to play it" (Jane, focus group). Or: During the follow-up interview, Jane indicated, “We offered enrichment groups after school, including sports such as lacrosse, science and humanities topics, and options in the arts.” 

    Be sure the different methods of data collection, dates collected, and participants involved in each are clearly explained in the Methods section (i.e., focus group and follow-up interview in the previous example). Other examples of citations might be a personal interview, a classroom observation, field notes, or an informal conversation. It is important for the reader to know the context of the data being presented. How these data were collected and analyzed should all be clearly articulated in the Methods section. 

    Abstract and Keywords. Manuscripts must include 4 - 5 keywords and an abstract of 100 – 150 words. The keywords will be used by readers to search for your article after it is published. The abstract should discuss the findings and implications of the manuscript and will be used in the indexing of each article.

    Editorial Policies
    Authorship. All parties who have made a substantive contribution to the article should be listed as authors. Principal authorship, authorship order, and other publication credits should be based on the relative scientific or professional contributions of the individuals involved, regardless of their status. A student is usually listed as principal author on any multiple-authored publication that substantially derives from the student’s dissertation or thesis.

    Please note that AI chatbots, for example ChatGPT, should not be listed as authors. For more information see the policy on Use of ChatGPT and generative AI tools.

    Acknowledgments. All contributors who do not meet the criteria for authorship should be listed in an Acknowledgements section. Examples of those who might be acknowledged include a person who provided purely technical help, or a department chair who provided only general support.

    Funding. JOAA requires all authors to acknowledge their funding in a consistent fashion under a separate heading. Please visit the Funding Acknowledgements page on the Sage Journal Author Gateway to confirm the format of the acknowledgment text in the event of funding, or state that: This research received no specific grant from any funding agency in the public, commercial, or not-for-profit sectors.

    Declaration of conflicting interests. JOAA encourages authors to include a declaration of any conflicting interests and recommends authors review the good practice guidelines on the Sage Journal Author Gateway. Please include any declaration in file separate from the main text, after any acknowledgements, under the heading “Conflicts of Interest.” When making a declaration, the disclosure information must be specific and include any financial relationship that all authors of the article has with any sponsoring organization and the for-profit interests the organization represents, and with any for-profit product discussed or implied in the text of the article.

    Publishing Policies
    JOAA policy prohibits authors from submitting the same manuscript for concurrent consideration by two or more publications. In addition, it is a violation of APA Ethical Principles to publish "as original data, data that have been previously published" (Standard 8.13). As this journal is a primary journal that publishes original material only, JOAA policy prohibits as well publication of any manuscript that has already been published in whole or substantial part elsewhere. Authors have an obligation to consult journal editors concerning prior publication of any data upon which their article depends. In addition, APA Ethical Principles specify that "after research results are published, psychologists do not withhold the data on which their conclusions are based from other competent professionals who seek to verify the substantive claims through reanalysis and who intend to use such data only for that purpose, provided that the confidentiality of the participants can be protected and unless rights concerning proprietary data preclude their release" (Standard 8.14). JOAA expects authors submitting to this journal to adhere to these standards. Specifically, authors of manuscripts submitted to JOAA are expected to have their data available throughout the editorial review process and for at least 5 years after the date of publication.

    Sage is committed to upholding the integrity of the academic record. We encourage authors to refer to the Committee on Publication Ethics’ International Standards for Authors and view the Publication Ethics page on the Sage Author Gateway
     

    ORCID

    As part of our commitment to ensuring an ethical, transparent and fair peer review process Sage is a supporting member of ORCID, the Open Researcher and Contributor ID. ORCID provides a unique and persistent digital identifier that distinguishes researchers from every other researcher, even those who share the same name, and, through integration in key research workflows such as manuscript and grant submission, supports automated linkages between researchers and their professional activities, ensuring that their work is recognized.

    The collection of ORCID iDs from corresponding authors is now part of the submission process of this journal. If you already have an ORCID iD you will be asked to associate that to your submission during the online submission process. ORCID iDs cannot be added after a paper has been accepted, so we strongly encourage all co-authors to link their ORCID ID to their accounts in our online peer review platform. It takes seconds to do: click the link when prompted, sign into your ORCID account and our systems are automatically updated. Your ORCID iD will become part of your accepted publication’s metadata, making your work attributable to you and only you. Your ORCID iD is published with your article so that fellow researchers reading your work can link to your ORCID profile and from there link to your other publications.

    If you do not already have an ORCID iD please follow this link to create one or visit our ORCID homepage to learn more.

    For more information, please refer to the Sage Manuscript Submission Guidelines.

    Sage Choice

    If you or your funder wishes your article to be freely available online to nonsubscribers immediately upon publication (gold open access), you can opt for it to be included in Sage Choice, subject to the payment of a publication fee. The manuscript submission and peer review procedure is unchanged. On acceptance of your article, you will be asked to let Sage know directly if you are choosing Sage Choice. To check journal eligibility and the publication fee, please visit Sage Choice. For more information on open access options and compliance at Sage, including self/author archiving deposits (green open access) visit Sage Publishing Policies on our Journal Author Gateway.

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